Motherhood is a universal, life-changing journey. For mothers working at international schools all over the world, it comes with its own set of challenges.
Balancing the demands of international school employment, adapting to the host country’s cultural norms and taking on new personal responsibilities are complex life adjustments. Returning to the workplace after maternity leave is an experience that is often underestimated as one that has a dramatic impact on the mother’s health and wellbeing. We argue that this oversight is likely due to limited representation in female senior leadership in international schools around the world.
In a profession where burnout is becoming more prevalent than ever, it is essential for international school leaders to be aware of the complexities associated with the experience of becoming a mother while living and working abroad – particularly in relation to the tensions that may be present between the international school and the local infrastructure, availability of local resources, and local cultural norms around motherhood – and to create robust support systems to facilitate a smooth transition for female staff returning to work from maternity leave.
“International school leaders need to be aware of the complexities associated with becoming a mother.”
In this article, we explore what international schools are doing to ensure they are up-to-date on societal changes in a post-pandemic world where working culture has changed. We will outline barriers for new mothers integrating back into their international school role, and how school leaders can address these, in order better to support this significant transition.
A cultural conundrum
International schools are uniquely positioned to act as cultural brokers to support staff returning from maternity leave. This is because often host country customs surrounding the responsibilities associated with motherhood can clash with the expectations, ethos, work policies and/or (work) culture of the international school.
There are many examples of such tensions, each dependent of course on the local context in which the international school operates in the world. In many countries, the local society and infrastructure takes the position that mothers should adapt their work life to support and prioritise their new/growing family, and they are offered opportunities for part-time work and flexible schedules to accommodate this expectation. This is a position which may clash with expectations in international school work spaces.
Such discordance between local and international school views on motherhood can require a balancing act for both expatriate and local mothers employed by international schools, who may find themselves torn between two contrasting sets of expectations.
Compassion, wellbeing and burnout
We know there is a high level of burnout among women returning to the workforce after maternity leave. The dual pressure of re-adjusting to the demands of work and managing new family responsibilities while navigating different cultural norms around raising children can take a toll on mental and emotional wellbeing, especially when living abroad without an extended family support system available.
To reflect the emphasis international schools place on compassionate education involving student agency and ownership in experiencing school life, school leaders can take similar approaches in supporting returning mothers by offering choices. This could relieve some of the pressure and give the mother some ownership over how she can best adapt and transition back into her role, and ultimately positively contribute to and experience her work environment.
“Our post-pandemic working culture has changed and this needs to be recognised and built upon.”
One critical aspect that deserves attention is the flexibility in working times offered by international schools to accommodate the diverse needs of their employees. Our post-pandemic working culture has changed and this needs to be recognised and built upon. One example of the benefits of flexible working hours is increased access to local childcare, if the international school does not provide this benefit.
A mother support group for staff within international schools can also offer invaluable encouragement in the transition back to work. This group could serve as a place where mothers (often navigating parenthood far from their extended families) can share experiences, exchange parenting tips, provide emotional support, and discuss challenges around navigating the intersection of local and international perspectives on parenting, which in turn could provide a smoother integration into the local/expatriate community for mothers (and their children).
In essence, such groups empower mothers, foster a sense of belonging, and contribute to the holistic wellbeing of the entire international school community.
Some suggestions for consideration
On the basis of the points raised above, we have compiled a list of ideas for international school leaders to consider in supporting women returning to work after maternity leave:
1) Open Communication
Foster an open and supportive communication channel. Encourage returning mothers to discuss their needs, concerns, and expectations regarding their return to work.
2) Awareness of Local Culture and Infrastructure
Gain an in-depth understanding of the nuances of local culture, resources and elements of the host society’s infrastructure that will impact a new mother’s ability to balance her changing family and work responsibilities.
3) Flexible Schedules
Consider offering flexible work hours or remote work options – at least temporarily – and be open to discussing part-time arrangements or gradual return plans.
4) Lactation Support
Provide a private and comfortable space for breastfeeding or expressing milk. Ensure that mothers have access to a clean and well-equipped lactation room.
5) Buddy/Support System
Provide mentorship or assign a buddy to help returning mothers navigate any changes in the workplace and to catch up on new developments.
6) Awareness of Constraints New Mothers Experience
This includes respecting personal time; discouraging excessive overtime work; planning for purposeful in-person staff meetings.
7) Employee Assistance Programmes
Offer access to employee assistance programmes that provide counselling or support services. Returning mothers may face emotional challenges, and having resources available can be invaluable.
8) Professional Development Opportunities
This includes sector-wide initiatives to encourage school-to-school peer networks; conferences, talks, workshops and other professional growth opportunities for new mothers. This is essential, as they are likely expected to catch up on new developments in their field upon their return.
9) Celebration of Milestones
Celebrate the return of employees after maternity leave. This can include a ‘welcome back’ event, an acknowledgement in a staff meeting, or a small gesture to make them feel appreciated and valued.
10) A Supportive Culture
Foster a workplace culture that is supportive of working parents. This includes creating awareness and sensitivity among colleagues to the challenges faced by returning mothers.
11) Keeping-in-Touch Days
Provide a certain number of paid workdays as an option for mothers if they would like to touch base with colleagues, attend staff meetings or participate in work life while they are on maternity leave.
“International schools can be places where mothers thrive both professionally and personally.”
As noted, navigating motherhood while working at an international school is a complex journey, influenced by myriad factors including cultural differences, workplace policies and societal expectations.
By fostering a culture of understanding, and implementing compassionate policies that support work-life balance, international schools can create environments where mothers may thrive both professionally and personally. It is essential for educators, administrators and policymakers to collaborate in shaping a future where the challenges of motherhood in international schools are continually acknowledged and met with practical solutions and empathy.
This article first appeared in the latest Spring 2024 edition of International School Magazine, out now.